Social Studies · Grade 5 · French-English Relations · Term 2

Explorers and Founders of New France

Students will investigate the contributions of key figures like Samuel de Champlain and Jean Talon in the establishment and growth of New France.

• Ontario Curriculum Expectations
• ON: Heritage and Identity: First Nations and Europeans in New France and Early Canada - Grade 5

About This Topic

While New France was growing, the British were establishing their own colonies to the south and east. This topic explores the differences between the two colonial models, the intense rivalry for control of the fur trade and the continent, and the role of First Nations as strategic allies. Students examine the 'Thirteen Colonies' and the British settlements in Newfoundland and Nova Scotia.

This unit highlights the different motivations for settlement, the British often focused on permanent farming and religious freedom, while the French focused on the fur trade. This competition eventually led to a series of wars that would decide the future of North America. This topic is best explored through collaborative investigations and mapping activities where students can visualize the 'clash' of these two expanding empires.

Key Questions

1. Evaluate the impact of Samuel de Champlain's actions on the development of New France.
2. Analyze the strategies used by French leaders to expand and strengthen the colony.
3. Differentiate between the roles of explorers and administrators in colonial expansion.

Learning Objectives

• Evaluate the strategic decisions made by Samuel de Champlain in establishing the settlement at Quebec.
• Analyze the methods Jean Talon employed to foster economic growth and population increase in New France.
• Compare and contrast the primary roles of explorers versus administrators in the development of New France.
• Explain the significance of alliances with First Nations for the expansion of New France.

Before You Start

Early European Exploration

Why: Students need a basic understanding of European motivations for exploration and early voyages to North America before focusing on French colonization.

Indigenous Peoples of North America

Why: Understanding the presence and societies of First Nations is crucial for analyzing their role as allies and trading partners in the context of New France.

Key Vocabulary

New France	The territory colonized by France in North America, stretching from the St. Lawrence River to the Gulf of Mexico.
Habitants	The settlers who farmed the land in New France, forming the backbone of the colony's agricultural economy.
Fur Trade	An economic system based on the exchange of European goods for furs, primarily beaver pelts, trapped by Indigenous peoples and French traders.
Intendant	A high-ranking official in New France responsible for justice, police, and finance, overseeing the colony's administration and economic development.
Voyageurs	Men who traveled long distances, typically by canoe, to trade furs with Indigenous peoples and transport them back to trading posts.

Watch Out for These Misconceptions

Common Misconception

Britain and France were always at war.

What to Teach Instead

While they were rivals, there were long periods of peace and trade. Use a timeline to show that conflict usually started in Europe and then 'spread' to the colonies, rather than the settlers always wanting to fight each other.

Common Misconception

First Nations were just 'helpers' to the Europeans.

What to Teach Instead

This is a common bias. In reality, First Nations were powerful independent nations who chose allies based on their own political goals. Peer discussion about 'strategic alliances' helps students see Indigenous groups as major players in the rivalry.

Active Learning Ideas

Inquiry Circle: Comparing Colonies

Divide the class into 'Team France' and 'Team Britain.' Each group researches their colony's government, religion, and main way of making money. They then meet in the middle to create a giant Venn diagram comparing the two.

50 min·Small Groups

Simulation Game: The Alliance Game

Students represent different First Nations. They are approached by 'French' and 'British' traders who want their help in a coming war. Students must decide which side (if any) offers the best terms for their own nation's survival and trade.

45 min·Small Groups

Gallery Walk: Colonial Propaganda

Display maps and posters from the 1700s that show how Britain and France 'claimed' the same land. Students use sticky notes to identify where the claims overlap and why this would lead to conflict.

40 min·Whole Class

Real-World Connections

• Historians and museum curators at the Musée de la civilisation in Quebec City research and interpret the lives of early settlers and Indigenous peoples to create exhibits about New France.
• Modern-day agricultural consultants advise farmers on crop rotation and land management techniques, echoing the challenges faced by early habitants in establishing sustainable farms in a new environment.
• International trade specialists negotiate agreements for importing and exporting goods, a process that has historical parallels to the complex fur trade networks established by the French and Indigenous nations.

Assessment Ideas

Quick Check

Provide students with a Venn diagram. Ask them to compare and contrast the roles of Samuel de Champlain (explorer) and Jean Talon (administrator) in the development of New France, listing specific contributions for each.

Discussion Prompt

Pose the question: 'How important were alliances with First Nations to the success of New France?' Facilitate a class discussion, encouraging students to cite specific examples of cooperation or conflict discussed in their lessons.

Exit Ticket

On an index card, have students write one sentence explaining the main goal of an explorer in New France and one sentence explaining the main goal of an administrator like Jean Talon.

Frequently Asked Questions

Why did Britain and France want the same land?

Both countries wanted control of the fur trade, which was incredibly profitable. They also wanted the best farmland, access to fishing grounds in the Atlantic, and strategic locations (like the mouth of the St. Lawrence River) to control who could enter the continent.

How were British colonies different from New France?

British colonies generally had much larger populations and were more focused on farming and trade. They also had more diverse religions, whereas New France was strictly Catholic. British colonies also had 'assemblies' where some local people could help make laws, unlike the more top-down rule in New France.

How can active learning help students understand British North America?

Active learning, like the 'Alliance Game,' helps students understand the complex 'chess match' of colonial history. It moves the lesson beyond just 'who won' to 'why people made the choices they did.' This helps students develop historical empathy and see the logic behind the actions of both the Europeans and the First Nations.

What was the 'Seven Years' War'?

It was a global war (1756-1763) between Britain and France. In North America, it is often called the 'French and Indian War.' It ended with the British winning control of almost all of France's territory in North America, which changed the course of Canadian history forever.